1. Meeting the needs of all students
Universal Design for Learning (UDL)

2. Today Introductions A little history UDL
How to get started (or keep going – depending on where you are in the process!)

3. Who are you? Why are you here?
And why should I take the time to consider this?

4. Diversity
Students come to our classrooms with a variety of abilities (and disabilities), cultural customs and beliefs, & learning preferences (to name a few)
This diversity highlights the need for inclusionary instructional practices to reach and teach every student.
Universal Design for Learning (UDL) offers such a promising structure.

5. Universal Design for Learning
What do you already know about it?
(and why might I ask this question?)

6. UD Origins & Brief History
The American Disabilities Act prompted rethinking about architectural design for people with disabilities.
Drawbacks of Retrofitting
Each retrofit solves only one localized problem
Retrofitting can be costly and time consuming

7. UD…
“Consider the needs of the broadest possible range of users from the beginning”
Architect, Ron Mace

8. UD…
Mace recognized that even though the initial costs may be higher, money and time would be saved in the long run because structures/products/spaces would not need to be retrofitted.

9. UD… Not one size fits all – but alternatives.
Designed from the beginning, not added on later.
Increases access opportunities for everyone

11. Universal Design Curb Cuts Electric Doors Can you think of others?
How do any of these benefit a broad range of people?

12. Universal Design for Learning (UDL)
“barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.”
Teaching Every Student in the Digital Age, p. vi
Rose, D.H., and Meyer, A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: Association for Supervision and Curriculum Development.

13. UDL Apply same principles to how we plan lessons
Based on the idea that there is not one kind of learning
Supports/differentiation from the start instead of “retrofitting” a lesson

14. How does UDL do this?
design and implementation of a flexible, responsive curriculum
With options for
How information is presented,
How students respond or demonstrate their knowledge and skills
How students are engaged in learning.
UDL implementation provides the opportunity for all students to access, participate in, and progress in the classroom by reducing barriers to instruction.

15. Some common barriers
Readiness (e.g., prerequisite knowledge)/skills/knowledge/experience/beliefs
Interest/relevance
Match between learning style preferences & how information is presented
Perseverance
Anxiety
Frustration

16. Question 2: Instruction

18. Question 2: Instruction
Instructional Methods
To support diverse affective networks:
Offer choices
Content
Tools
Offer adjustable levels of challenge
Use flexible grouping
To support diverse strategic networks:
Provide flexible models of skilled performance
Provide opportunities to practice with supports
Provide ongoing, relevant feedback
Offer flexible opportunities for demonstrating skill
To support diverse recognition networks:
Provide multiple examples
Highlight critical features
Provide multiple media and formats
Support background context/prerequisite knowledge
Consider a consistent daily routine OR routines that match instructional goals

19. Let me share a few techniques I use….

23. Even in my online class
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25. “easy” ways to get started
Questions to ask yourself as you plan:
What do students need to know about ____?
Why should students know this?
What barriers might exist to their accessing of this content and/or interest in this area?
How can I be prepared to support/address these barriers?
Are there barriers to the assessment I plan to use?
If so, are there other ways I could still assess?

26. Your turn Think about one of your classes How do you deliver content?
Who are your students?
What are their interests?
How do you deliver content?
Are there barriers? (interest, prerequisite knowledge, ability)?
How do you assess?
Are there barriers?

27. What questions do you have?
What kind of follow-up would you like?